Studying attitude to mathematics
Studying attitude to mathematics
复制标题
学习数学的态度
DOI：
10.1023/a:1003019020131
复制
发表时间：
1998
影响因子：
3.2
通讯作者：
B. Allen
中科院分区：
文献类型：
--
作者：
Moyra Ruffell;J. Mason;B. Allen
教师对数学的态度越来越被认为是影响儿童对数学态度的主要因素。我们在这项研究开始时的目的是为教师提供工具，用于探索学生的态度，作为他们个人专业研究和发展的一部分。为此，我们在教育阶段进行了八项关于态度的小型研究，我们在这里进行了报道。对它们的反思让我们挑战了态度的结构本身。我们也被引导去挑战许多态度研究背后的因果模型。我们现在认为态度至多是一个复杂的概念，我们推测，也许它不是个人的一种品质，而是观察者想要形成一个故事来解释观察结果的愿望所构成的一种结构。因此，使态度研究精确化和检验基于态度的猜想的有效性的困难在于概念和方法问题。
Teachers' attitude to mathematics is increasingly put forward as a dominant factor in children's attitudes to mathematics. Our intention at the beginning of this study was to produce instruments for teachers to use in probing student attitudes as part of their personal professional research and development. To this end we undertook eight small studies of attitude carried out across the educational phases, which we report on here. Reflecting on them led us to challenge the very construct of attitude. We are also led to challenge the cause-and-effect model underlying much attitudinal research. We now see attitude as at best a complex notion, and we conjecture that perhaps it is not a quality of an individual but rather a construct of an observer's desire to formulate a story to account for observations. The difficulty in making attitudinal research precise, and in testing the validity of attitudinally based conjectures, lies therefore in conceptual and hence methodological issues.